Examining the Role of Web 2.0 Tools in Supporting Problem Solving During Case-Based Instruction

2017 ◽  
Vol 49 (3-4) ◽  
pp. 182-197 ◽  
Author(s):  
Adrie A. Koehler ◽  
Timothy J. Newby ◽  
Peggy A. Ertmer
Keyword(s):  
Problem Solving ◽  
Web 2.0 ◽  
Web 2.0 Tools ◽  
Based Instruction ◽  
Case Based

Developing Preservice Teachers’ Instructional Design Skills Through Case-Based Instruction: Examining the Impact of Discussion Format

2018 ◽  
Vol 70 (4) ◽  
pp. 319-334 ◽  
Author(s):  
Adrie A. Koehler ◽  
Peggy A. Ertmer ◽  
Timothy J. Newby
Keyword(s):  
Preservice Teachers ◽  
Problem Solving ◽  
Class Discussion ◽  
Problem Solving Skills ◽  
Cognitive Levels ◽  
Design Skills ◽  
Based Instruction ◽  
The Impact ◽  
Active Facilitator ◽  
Case Based

For more than 100 years, case-based instruction (CBI) has been an effective instructional method for building problem-solving skills in learners. While class discussion is often included as part of the CBI learning process, the impact on learning is unclear. Furthermore, little research has focused on how specific facilitation strategies influence the development of learners’ problem-solving skills. This study examined the impact of case discussion facilitation strategies on the development of preservice teachers’ problem-solving skills. Specifically, two discussion formats were compared: instructor-facilitated (class discussions guided by instructor-crafted prompts and an active facilitator) and instructor-supported (discussions guided by instructor-crafted prompts only). Results indicated that while preservice teachers’ problem-solving skills improved in both sections of the course, individuals in the instructor-facilitated section demonstrated significantly higher scores on course activities and designed instructional activities at higher cognitive levels compared with preservice teachers who participated in the instructor-supported discussions. Results underscore the importance of an active facilitator in CBI.

Informal Online Learning through the Mediterranean Youth Technology Club

2013 ◽  
pp. 101-123 ◽  
Author(s):  
Nikleia Eteokleous-Grigoriou
Keyword(s):  
Online Learning ◽  
Web 2.0 ◽  
Leadership Skills ◽  
Educational Setting ◽  
Web 2.0 Tools ◽  
The Mediterranean ◽  
Attitude Changes ◽  
Bridge Building

The Mediterranean Youth Technology Club is a bridge building initiative designed to empower and educate youth, providing them with tools that would enable them to become socially and culturally responsible leaders. Within MYTecC youth simultaneously follow three different but complimentary curricula: English, Social-Virtual, and Technology in an informal educational setting, extensively using Web 2.0 tools. Two MYTecC cycles have been finalized, and a new one is in the process of being initiated. The current study evaluates the effectiveness and impact of MYTecC. It aims to capture the overall MYTecC experience from students’ and instructors’ perspectives. Additionally, it measures the development of youth’s social-cultural and leadership skills, skills and knowledge developed, as well as attitude changes. Finally, it evaluates the role of Web 2.0 tools in achieving the above.

Are ICT/Web 2.0 Tools Influencing Civic Engagement in Modern Democracies?

2012 ◽  
Vol 4 (4) ◽  
pp. 70-85
Author(s):  
Indu Nair ◽  
Bardo Fraunholz ◽  
Chandana Unnithan
Keyword(s):  
Public Opinion ◽  
Civic Engagement ◽  
Web 2.0 ◽  
Large Population ◽  
Electoral System ◽  
Democratic Governance ◽  
Central Theme ◽  
Web 2.0 Tools ◽  
Indian Context

Web 2.0 tools, while mobilising citizens to make informed choices, may also manipulated public opinion. This hypothesis forms the central theme of this research investigation through the historiography lens. Based on concurrent research from decade, the authors take a closer look at citizen-to-citizen engagement, so as to trace the role of web 2.0 tools, in perhaps manipulating public opinion or enabling democratic governance through reversal of some existing defects in the Indian context. Specifically, they raise these questions: Has ICT enabled civic engagement manipulated public opinion in this developing democracy? Has it succeeded in reversing apparent defects in the electoral system, which is regarded pivotal in democracies? Focusing on the elections, the authors present a synopsis of the use of web 2.0 tools which were seemingly efficiently and prolifically used during the elections albeit to reach out to the large population base in this country.

A Context-Based Approach to Web 2.0 and Language Education

2009 ◽  
pp. 119-136 ◽  
Author(s):  
Gary Motteram ◽  
Susan Brown
Keyword(s):  
Educational Technology ◽  
Web 2.0 ◽  
Case Studies ◽  
Language Education ◽  
Language Teacher ◽  
Web 2.0 Tools ◽  
Teachers Perceptions ◽  
The University ◽  
University Of Manchester

Web 2.0 offers potentially powerful tools for the field of language education. As language teacher tutors exploring Web 2.0 with participants on an MA in Educational Technology and TESOL at the University of Manchester, UK, we see that the potential of Web 2.0 is intimately linked with teachers’ perceptions of their teaching contexts. This chapter will describe a “context-based” approach to the exploration of Web 2.0 on a module focusing on the potential role of distributed courseware in language education. It will begin by giving an overall picture of where and how the exploration of Web 2.0 tools fits into the MA program. It will then describe the main aims and aspects of the module and discuss in some detail our context-based approach in relation to participants as well as Web 2.0 in existing literature. The chapter will conclude with two case studies concerning how teachers incorporate Web 2.0 technologies in courseware for their contexts.

A Social Capital Perspective on Collaboration and Web 2.0

2010 ◽  
pp. 101-109
Author(s):  
Gunilla Widén-Wulff ◽  
Anna-Karin Tötterman
Keyword(s):  
Social Capital ◽  
Web 2.0 ◽  
Web 2.0 Tools ◽  
Organizational Contexts ◽  
Complex Process ◽  
The Social ◽  
Tools And Techniques ◽  
Social Capital Perspective ◽  
The Web

Social interaction technologies can successfully employ the previously untapped power of the web to utilize the collaborative creation of information and user-driven content. In this chapter, the social capital framework is applied to illustrate how Web 2.0 tools and techniques can support effective information and knowledge management in organizations. Interactions within and between organizations generate important practices that underscore the role of social capital. Managing social capital for effective knowledge sharing is a complex process, and Web 2.0 lends some support for organizations by creating a new culture of voluntary, contributive, and collaborative participation. The argument is made that Web 2.0 technologies can be seen as important tools that can bridge the creation and sharing of knowledge in diverse organizational contexts.

Leveraging Web 2.0 for Online Learning

2018 ◽  
pp. 1225-1239
Author(s):  
Prerna Lal
Keyword(s):  
Social Networks ◽  
Young Adults ◽  
Online Learning ◽  
Learning Environment ◽  
Web 2.0 ◽  
Learning Environments ◽  
The Internet ◽  
Online Learning Environments ◽  
Web 2.0 Tools

The emergence of the Internet and Web 2.0 has introduced enormous opportunities for a rising generation of tech-savvy young adults, students, and life-long learners. This chapter examines the various Web 2.0 tools, such as blogs, wikis, RSS (Real Simple Syndication), podcasts, mashups, and social networks, that can help make the online learning environment more interactive and interesting. The chapter provides an overview on the role of Web 2.0-based tools and technologies in providing a comprehensive structure for interactions and interconnections between three key components of a learning environment: the learner, the teacher, and the interface. Furthermore, the chapter explores how these tools can be used in exchanging knowledge, aggregating content, and collaborating with peers in online learning environments.

CKM 2.0

2015 ◽  
pp. 130-154
Author(s):  
Fatemeh Najafloo ◽  
Hatef Rasouli ◽  
Mehdi Shamizanjani
Keyword(s):  
Knowledge Management ◽  
Web 2.0 ◽  
Comprehensive Model ◽  
Web 2.0 Tools ◽  
Customer Knowledge ◽  
Customer Knowledge Management ◽  
Different Types ◽  
The Relationship

This chapter explores the affective role of Web 2.0 on customer knowledge management (CKM) in two ways. At first, a new conceptualization of customer knowledge regarding knowledge “for”, “from” and “about” customer is introduced through categorizing them in a detailed typological manner. The second part, attempts to find the relationship between Web 2.0 and three types of customer knowledge in a way that demonstrates each type of customer knowledge could be supported by using any kind of Web 2.0 tools. These parts are integrated as a comprehensive model which is named “Grape Model”. This model encompasses different types of customer knowledge in detail as “grapes” which is related to Web 2.0 tools as “leafs” which support encompassed grapes. The”Grape Model” was applied in four different Iranian industries so as to evaluate each industry in making benefits from CKM and using Web 2.0 tools in order to facilitate the CKM process.

scholarly journals Retrieval, reuse, revision and retention in case-based reasoning

2005 ◽  
Vol 20 (3) ◽  
pp. 215-240 ◽  
Author(s):  
RAMON LOPEZ DE MANTARAS ◽  
DAVID MCSHERRY ◽  
DEREK BRIDGE ◽  
DAVID LEAKE ◽  
BARRY SMYTH ◽  
...  
Keyword(s):  
Problem Solving ◽  
Analogical Reasoning ◽  
Case Based Reasoning ◽  
The Past ◽  
Future Problem ◽  
Considerable Success ◽  
Representative Selection ◽  
Case Based ◽  
Selection Of

Case-based reasoning (CBR) is an approach to problem solving that emphasizes the role of prior experience during future problem solving (i.e., new problems are solved by reusing and if necessary adapting the solutions to similar problems that were solved in the past). It has enjoyed considerable success in a wide variety of problem solving tasks and domains. Following a brief overview of the traditional problem-solving cycle in CBR, we examine the cognitive science foundations of CBR and its relationship to analogical reasoning. We then review a representative selection of CBR research in the past few decades on aspects of retrieval, reuse, revision and retention.

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